We kindly inform you that, as long as the subject affiliation of our 300.000+ articles is in progress, you might get unsufficient or no results on your third level or second level search. In this case, please broaden your search criteria.
The impact of IT in real life is translated/moved also in education by “e-learning” that means the use of multimedia technologies and Internet or using the virtual learning environment. The tools for e-learning are very divers and must be known of the educators for using them in a proper way in a teaching and learning process, student-centred, for having at the end a real transformative learning process.
More...
The study aims to determine the views of Turkish language teacher candidates about digital writing. In the research, the relational screening model, one of the quantitative research models, was used. The sample group of the study consists of 229 Turkish language teacher candidates selected by a simple random sampling method. In the research, the Attitude Scale for Writing in Digital Media was used. Since the data of the study showed normal distribution, descriptive analysis, t-test, ANOVA and coelation analysis were performed. Turkish language teacher candidates declared that they use the internet more than 5 hours a day. Teacher candidates expressed that they use digital writing and write digitally for more than 3 hours daily. Participants in the study stated that digital writing provides convenience and that they can easily perform all kinds of writing operations in a digital environment. It was observed that there was a relationship between Turkish language teacher candidates' opinions on digital writing and their gender, grade point averages, writing styles, ages, grade levels, time spent on the internet, and digital writing time.
More...
The purpose of this study was to examine the political skills of school administrators in terms of some variables. The relational screening method was used. Using stratified sampling method, a total of 235 school administrators working in different districts of Kayseri province of Turkey were recruited in this study. The data were obtained through the Political Skill Inventory (PSI), consisting of four subdimensions, such as “social astuteness”, “interpersonal influence”, “networking ability”, “apparent sincerity”. Based on the analysis, this study shows that school administrators’ political skills were found to be at high level. Further, the highest mean score was apparent sincerity whereas the lowest mean score was social astuteness. Another finding from this study was that those aged 50 and above had higher scores in the apparent sincerity subdimension than the ones aged 20-35. Further, the results indicated that the school principals had higher scores in networking ability and apparent sincerity subdimensions than the vice principals. The school administrators who have been serving at least 20 years or more had higher scores in social astuteness than the others. This work provides insights into the school administration, by suggesting that the school administrators can know the environment well, react more appropriately, adapt easily, and realize their social roles as their administrative status and their working experiences increase. What is more, it can be noted that the longer durations they serve, the better they can understand others, have good relationships, become more extroverted and social. Several recommendations are provided.
More...
The coronavirus, known as COVID-19, has spread rapidly to China and many other countries, causing an acute infectious outbreak. This epidemic has also reached our country quickly. Thus many measures have been taken to prevent the spread of the virus, and people’s daily lives have changed suddenly and unexpectedly. Regarding preventive measures against coronavirus, universities were closed and switched to online learning. This change made university students one of the groups most affected by the pandemic. This study was based on investigating the level of university students' COVID-19 fear and intolerance of uncertainty. For this purpose, “The Fear of COVID-19 Scale (FCV-19S)” and “Intolerance of Uncertainty Scale-12 (IUS-12)” were applied to 100 university students. The results revealed that students were afraid of COVID-19 in moderate level (16,87±6,69). They were intolerant (38,79±8,81) to uncertainty in moderate level as well. It was determined that COVID-19 fear and intolerance to uncertainty did not differ significantly according to gender. COVID-19 fear levels of students who lost a relative due to coronavirus were found to be significantly higher than students who did not experience any loss. A positive, moderate, and highly significant correlational relationship was observed between COVID-19 fear and intolerance to uncertainty. Fear of COVID-19 also significantly predicts the level of intolerance to uncertainty.
More...
The results of researches on distance teaching from the teacher’s aspect during the state of emergency are presented in this paper, there are the teachers of primary schools, from the territory of Vojvodina (Serbia). The aim is to answer questions about how the respondents assess competencies for distance learning, job satisfaction, and how demanding are the different teaching platforms. The sample consisted of 574 teachers. The questionnaire The teacher’s and educator’s thoughts and experiences on distance teaching during the state of emergency was used. The questionnaire was distributed online. The data was collected from April 2020 until the end of the school year. Respondents assess that they have technical and IT competencies, acquired in informal education and that they need further education. Distance teaching is a professional challenge and is stressful, and the vast majority of respondents prefer regular teaching. The stress level is higher, more work, student engagement, and clarity of expectations from teachers are reduced. Respondents most often used already known communication channels during distance teaching: mail and Viber.
More...
This research explored the participants’ use of Google Classroom and evaluated its acceptability using the Technology Acceptability Model (TAM). The respondents were limited to 56 teachers enrolled in the research methodology class in a graduate school of a certain university in Bulacan during the first semester of the school year 2019-2020. The study utilized a mixed-method design. Triangulated were the result of the TAM survey, the analysis of the open-ended survey, and the record of the submission frequency of the respondents through Google Classroom. The descriptive approach was also utilized to describe the respondents' technology acceptance when using Google Classroom through the administration of the TAM survey questionnaire. The study also determined which TAM factor affected the consistency of the use of Google Classroom the most. Among the factors, actual system use appeared to have significantly affected the respondents' consistency of using Google Classroom. A separate open-ended survey was conducted to verify the data derived from the TAM survey questionnaire. The open-ended survey revealed that despite the difficulty of having a good internet connection, all of the respondents agreed that Google Classroom is very useful, easy to use and would recommend its use to others. The consistency of actual use, through online submission, was recorded and served as the dependent variable. In terms of consistency, it was observed that 62.5% of the respondents were able to submit 11 to 12 out of 12 total number of activities through Google Classroom. It was concluded that the use of Google Classroom, though a new experience, made them realize how their life as a teacher can be more comfortable with the use of this technology.
More...
Internet-based learning systems are important both in higher education institutions and in business life. Although the expected benefit is large, the number of users and adoption rate of internet-based learning systems cannot reach sufficient levels. The aim of this study is to conduct an exploratory study for the adoption of internet-based learning systems by the instructor by scanning the existing literature and to develop more effective application opportunities. Within the scope of the study, an expanded Technology Acceptance Model is obtained by adding information quality, system quality, service quality, self-efficacy, subjective norm, perceived ease of use, perceived benefit, purpose of use and system usage variables to the Technology Acceptance Model (TAM) and the resulting model are evaluated. In the study, 154 university lecturers were surveyed electronically and the collected data were analyzed using structural equation modeling to verify the proposed theoretical model. The results of the research further illuminate the factors that require the adoption of internet-based learning systems in education.
More...
The distance education model, which was used in certain branches and certification programs before the Covid-19 pandemic, became widespread with the pandemic conditions and caused the majority of education to be done with this method in the world. In our country, on March 15, 2020, the decision to conduct education with distance education has completely changed the learning and teaching methodology of approximately 25 million students and 1.5 million educators. Within the scope of this study, curfew restrictions, entry and exit restrictions, restrictions under 20 and over 65, and social concerns, especially in big cities, were analyzed in terms of education. The purpose of this research is to examine the perspectives of university students towards distance education during the Covid-19 pandemic process. In the research, scanning model was used. The data of the study were collected with 997 students from various universities in our country using the convenience sampling method and via a questionnaire that the students filled out online. Thanks to this wide participation, results that will well explain the Covid-19 process related to distance education were obtained. Generally, students prefer face-to-face education instead of distance education model. Additionally, the students stated that they had difficulties because they watched their lessons mostly with smart phones.
More...
Our world is becoming more digital, interactive, and online, and digital media is becoming more common in our daily lives. As a result, countries aim towards new training strategies to address this development appropriately. The goal of this study is to examine the “Digital Media in Early Childhood Education Program” developed and implemented as a result of a two-year model project in North Rhine-Westphalia, Germany. The document analysis method was used to examine the program and obtained data was reported using the content analysis method. The program was translated from German to Turkish by the researchers. The Digital Media in Early Childhood Education Program generally consists of four main sections, followed by study materials and sample applications. Digital media education is about addressing children's interests and needs, rather than creating as perfect media content as possible. If digital media education is understood as “we have to teach children how to use digital media”, then the reservations of education professionals can be entirely understandable. Because this understanding incorporates a problematic reduction of education to the use of the media and contradicts basic pedagogical requirements such as the relevance to a specific situation and context, the significance for implemented pedagogical concepts, and the individual child's needs. Therefore, the “Digital Media in Early Childhood Education” program is focusing on educating educators for the reflective placement of media education in everyday life to overcome this misunderstanding. The goal of the model project and program is to develop and test the structural and content-related conditions for the age-appropriate and pedagogically sensitive use of digital media in preschool education institutions. The program with the included materials and sample applications, which consist of comprehensive information about digital media education in early childhood, is a guide to institutions, teachers, and researchers.
More...
In this study, it was aimed to reveal the parents' views on distance education provided during the Covid-19 pandemic process. For this purpose, the research was carried out by using phenomenological design from qualitative research approaches. The participants of the study are the parents of 15 secondary school students studying in public schools in Istanbul. While determining the study group, criterion sampling type, one of the purposeful sampling types, was used. Data were collected through online semi-structured interviews with parents who participated in the study. The data obtained from the interviews were analyzed by descriptive analysis. In the context of the findings, it was determined that parents were not able to use the applications used in distance education sufficiently, they had deficiencies in internet and technological devices, they could not connect to the lesson and could not access the course materials, there was a decrease in the students 'sense of responsibility, and the students' technology and social media addiction increased. They stated that most of the parents see distance education as efficient, homework can be increased even if it is sufficient, and communication is provided to provide information about this process, but sometimes announcements are made late. In addition, parents' suggestions were received in terms of improving this process. Parents stated that they expected distance education training for both themselves and students, online book reading hours and extension of the course time.
More...
The World Health Organization has declared the spread Covid-19 virus as a pandemic shortly after its rapid spread. There have been many preventive actions taken in order to control the spread in our country as well as in the world in general. These preventive actions have affected every aspect of life. In education, schools have been shut down due to Covid-19 pandemic, and online classes and distance learning have been established. The purpose of this article is to demonstrate the experiences and perspectives of classroom teachers regarding distance learning and online class processes. This research is a case study based on a qualitative approach. Data was collected from semi-structured interview forms that were created by the researcher and it was analyzed for the content. When distance education and online class experiences of classroom teachers who educate the youngest classes of elementary school were analyzed, it was concluded that the classroom teachers who joined the case study had no prior experience regarding distance education and online classes. In addition to this, as the distance education process started, most of the teachers who joined the case study participated in training offered and improved their knowledge and skills. Another conclusion is that teachers mostly organized their classes via EBA which is the IT Network of the Ministry of Education and Zoom during the online class and distance education process. Teachers who joined the case study have expressed that there have been similarities between the face to face education and distance learning in terms of curriculum and role of the teacher. In addition to this, they communicated that the process of method / technique have been different and certain aspects of evaluation have been missing. Teachers also expressed that the most frequent problems they experienced have been the lack of computers and internet connection. Another finding was distance education and online classes have been more exhausting compared to the face to face classes. Regardless, it was clear that online classes and distance education have created efficiency in terms of time and space, and by reducing mobility, it made it easier to be protected from the pandemi.
More...
Aim. Today we have the need to develop more effective teaching methods, where the student is no longer just a user, but becomes an integral part of the training process by creating, selecting and processing experiences in a personal way. Digital teaching has become/is becoming part of the school scenario along with the wealth of digital technologies and tools that have spread over the past decades. Today’s society has changed and even the school must be able to exploit all resources that social networks make available for capturing the attention of “digital natives”. Methods. The student becomes an active constructor of knowledge, integrating it in a personal way. We talk about “didactics 2.0”, i.e. the study and improvement of teaching activity achievable with the use of ICT tools. To create a learning environment, we must take into account the collaboration of several parties (teachers, experts in the field, students, parents), not forgetting the complexity and multiplicity of the surrounding reality. This learning environment can profitably use social networks; students show to learn better if they find meaningful the subjects they are studying. Results. The paper illustrates tools and forms of collaboration achievable with the digital educational school environment. Social networks are used by students to the point of becoming a real language for “digital natives”. When we talk about digital culture, we want to highlight the participation and digitalisation of traditional cultural processes, from which the educational environment does not escape. In the “school 2.0” approach there are some peculiarities leading the school system towards the new generations. Conclusions. The need to “digitise” the school is a current hot topic, also if in everyday reality the work to do is still a lot: non-existent or obsolete computer labs, teachers who do not consider computers as a resource. Digitised teaching can be realised according to multiple channels that have different characteristics and purposes.
More...
Concepts discussed. E-learning has become a common way to teach and learn. The number of technologies for a variety of educational purposes is already quite large and constantly rising. Nevertheless, there is still a lack of formal training and support of digital skills within faculty training. The European ERASMUS+ project AduLeT (Advanced Use of Technologies in Higher Education) wants to improve the teaching quality of lecturers by enhancing their skills concerning the use of technologies in an advanced way. It also aims at training the lecturer on how a specific teaching method can be combined with a certain technology in addition to providing guidelines, best practice and strategy concepts for lecturers and universities. AduLeT has the primary target group of lectures at the partners’ universities. Results and conclusions. The analysis of multiple studies before the project identified: the following barriers concerning the advanced use of learning technologies in higher learning: (1) time, (2) motivation, (3) institutional/cultural factors and (4) self-effi cacy/self-confidence. As higher education lecturers face almost the same barriers to a different extend in many different countries, the aim of AduLeT is to provide lecturers an environment with helpful information for their teaching. A support system is implemented as a community of practice (CoP) with all the results of the project and driven by pedagogical aspects. Original approach. This article gives an insight into the project, and discusses the barriers that were identified within the scope of the project among the Hungarian participants.
More...
The SARS-Cov-2 pandemic created a severe psychosocial and medical shock all over the world. For more than a year, humanity struggled with adjusting to different measures that governments imposed on the population worldwide. Educational systems all over the world were forced to comply with the new conditions of activity. In this context, different reactions emerged, and skills were used and developed. The coronavirus pandemic was and still is a stressful worldwide event that disrupted, among numerous other things, the everyday life of professional activities and the manner of their deployment. This study aims to investigate the relationship between variables like: analytical reasoning, text comprehension, detail perception, conscientiousness, emotional stability and autonomy. A sample of 327 students from Ovidius University of Constanta, aged between 19 and 50 years, were assessed using Cognitrom Assessment System. Results show that: (1) there is a positive correlation between analytical reasoning, text comprehension and detail perception; (2) analytical reasoning positively correlates with conscientiousness and emotional stability; (3) text comprehension correlates with emotional stability; and (4) detail perception has no significant correlation with any of the studied personality traits. Results are interpreted and discussed in the end of the article, in relationship with the use of these intellectual skills and personality traits in the context of the Covid-19 pandemic, especially by certain population categories which had to use the online environment for their regular professional activities.
More...
The “Aurel Vlaicu” Air Force Application School assures the initiation in career of the students (officers) who graduated "Henri Coandă" Air Force Academy and of those who were hired from external source (indirect career). Air Force training and education programs are designed to develop well trained officers, enlisted and civilian personnel in the critical thinking skills and technical expertise demanded by today's military challenges. E-learning enhances traditional course development by blending the latest and best information and technology available with legacy systems and methods. Resident program curricula can be enhanced by reusing products developed and utilizing technology insertion in training and education programs.
More...
Distance learning of simultaneous interpreting has shown that many new methods are worth combining with traditional teaching. Blended learning will not only benefit students but will allow them to achieve even better learning outcomes. This paper presents the experiences of simultaneous interpretation distance-teaching and ideas for using them in the form of blended learning after returning at the university.
More...
The article discusses the theoretical foundations and practical solutions related to teaching English, in a remote and technology-mediated form. The text presents various methodological approaches along with an evaluation of their effectiveness. The authors refer to methods such as WebQuest, activities related to gamification, as well as the use of SAMR taxonomy in planning didactic activities. Examples related to their implementation refer to the activities organized during the Teaching English in Poland camps, created by the Kościuszko Foundation.
More...
Od momentu wprowadzenia w szkołach edukacji zdalnej wiosną 2020 r. nauczyciele bardzo intensywnie wykorzystują technologię informacyjną w swojej pracy. Spotkania na żywo zostały zastąpione przez wirtualne, organizowane za pomocą MS Teams, Zoom, Skype, Google Meet i innych aplikacji. Narzędzia te były już opisywane, także na łamach „Języków Obcych w Szkole”. Niniejszy tekst omawia kilka produktów Office 365 i pokazuje ich wykorzystanie z punktu widzenia nauczyciela praktyka uczącego w szkole publicznej.
More...
The paper presents the results of a survey conducted among first year students of English at Maria Curie Sklodowska University in Lublin. The aim of the survey was to explore and better understand the reasons why students decide to switch off their cameras during online classes. The author discusses the importance of a holistic approach to students in remote teaching during the COVID-19 pandemic in order to enhance communication and mutual relationship.
More...
The paper aims to draw on how important it is to take care of relations between learner and teacher during an online lesson. The starting point is Wolfgang Klafki’s didactic model, which takes into account, above all, the aims of the lesson and the activities of both learner and teacher, as well as the teaching materials. The assumptions of this model are linked to a psychological basis which explains how an evaluation of stimuli in the lesson enables a learner to more or less reduce his/her emotional tension and, consequently, to modulate motivation. The role of the teacher is to create, as much as possible, stress-free settings by supporting learners and providing tasks that enable the learners not only to progress but also to act together with peers, which is more likely to result in developing good relations.
More...
